Teaching PortfolioCrystal Jensen, BSN, RN

Contents• Teaching Philosophy• Teaching Methodologies• Teaching Responsibilities and Strategies• Subjects Taught• Evaluation of Teaching • Teaching Improvement Activities (workshops/conferences)

• Teaching Goals• Educational Leadership• Personal contributions• Conclusion• Appendices• Professional References

Teaching PhilosophyMy beliefs about the role of the student draw on the work of Jean Piaget and Jerome Bruner’s Constructivism learning theory. This theory describes the importance of the student’s active involvement in the learning process as an essential component in constructing their knowledge base. Constructivism states that learner’s do not learn well by listening to a teacher or reading a textbook. Evidence supports that learning is a process involving the learner as an active rather than passive participant. Constructivism learning involves the learner to build on what they already know, to build on past experience. This means that the student is responsible and accountable for much of what they learn. The teacher facilitates learning experiences with the student understanding that he or she must take what they already know, combine that with the concepts presented by the teacher and formulate their own understanding of the content. Therefore the student must be self-directed, self-motivated, and fully accountable for their own knowledge. The teacher does well by the student to assist the student in developing a success plan for learning by assessing and determining the student’s learning style and learning needs. The instructor should have tools and resources available to support the student in obtaining the knowledge required to be successful.

• Bruner, J. (1973). Going Beyond the Information Given. New York: Norton. (http://www3.telus.net/linguisticsissues/constructivist.html)

• Piaget, Jean. (1973). To Understand is to Invent. New York: Grossman. (http://curriculum.calstatela.edu/faculty/psparks/theorists/501const.htm)

Teaching Methodologies and Strategies 

Learning ContractsJournalingQuestion & AnswersConcept MapsCase StudiesProblem-Based LearningVideosStudent presentationsWritten assignmentsComputer-Based LearningLecture/DiscussionHear one- See one- Do one (Skills demonstration)Skills labSimulation Learning

Teaching Responsibilities & Strategies

•Taught undergraduate required nursing courses to LPN to RN bridge students enrolled in a 22 month course of study working to obtain an Associate of Science in Nursing degree.

Subjects Taught

•Transition to the Role of Registered Nurse•Care of Children•Community Based Care•Management in Nursing•Advanced Medical Surgical Nursing

(Clinicals)•Fundamentals of Nursing

Evaluation of Teaching

•Hire date July 2011▫NCLEX- Pass Rate 57%

•December 2012▫NCLEX- Pass Rate 87%

Teaching Improvement Activities• Workshop

▫RN retreat: September 18-20, 2012 Darren Boman: ATI Nursing Education Chris: Cengage CSFI Training Dawn Catlin: Kaplan; Integration of the Kaplan

testing product into core curriculum COPA model; core nursing skills competency and

use of the simulation mannequin Blooms taxonomy; use for building exams and

class activities Monica Herzog: Elsevier, SIM Charting Ella: Engaging the Adult learner

Conference• Pediatric Conference

▫ July 18, 2012▫ Integris Baptist Medical Center▫Dealing with Families in Emotionally Charged

Situations▫Heat Related Illness▫Spiders & Snakes▫Self Injury▫An Ounce of Prevention: Diet▫Asthma▫Energy Drinks

Additional Conference• CANE

▫ Coaching Academy for Nurse Educators▫ Presented by The Institute for Oklahoma Nursing Education

(IONE) ▫ July 19th, 2012 ▫ Moore-Norman Technology Center (MNTC) South Penn campus▫ “Asking the Tough Questions”

Advantages of Questioning • Using Questioning to Facilitate Learning• Facilitating the Transformation of Nursing Students into Scholarly Writers• Structured Debriefing for High Fidelity Nursing Simulation• Nurse Facilitated Seminar Focusing on the Improvement of Critical Thinking in Nursing Education• APA - Using PC and Mac Technology• Integrating Therapies in Nursing Education

Teaching Goals

•Short term▫Master of Science, Nursing Education▫University of Oklahoma, May 2013

•Long term▫CNE▫Doctorate

Educational Leadership

•Student Re-Entry Process▫Committee Member

•Systematic Evaluation of Program (SEP) ▫Committee Member

•Performance Assessment Committee (PAC)▫Member/Facilitator

Personal Contributions▫Engrade▫Online assignment submission▫Job description for clinical coordinator▫Technology in the classroom▫Email communication with students▫Survival Guide▫Skills check off list▫Clinical evaluation (leveling)▫Incorporation of skills lab for LPN-RN

students

Personal Contributions continued

▫Bridge building with LPN program▫Pinning ceremony▫Invitations for graduation▫Establishment of re-entry committee▫New student orientation day▫Test bank/exam revisions▫Concept based learning▫Syllabi/lesson plan development & revision

Conclusion

•Thank you for taking the time to review my accomplishments.

•I look forward to visiting with you to determine if I may be a fit for your program.

•I appreciate your thoughtful consideration in this matter.

Appendices

▫See attachments in email▫View e portfolio

Expertise in content Instructional design Instructional delivery Course management skills Evidence of student learning Curriculum revisions

Professional References:

•Upon Request▫Carla Lynch▫Annie Whinery▫Ella Abela▫Jennifer Minor▫Lisa Weilert▫Vicki Beese▫Norma Larson